Abstract
Multidisciplinary Teams for Inclusive Education (EMAEI) must determine which students require support beyond classroom instruction. However, Portuguese legislation on inclusive education lacks clarity regarding the procedures to be followed, leading to diverse practices. This study, conducted through two focus groups, aimed to investigate referral and decision-making processes for support measures in Portugal. Importantly, within the Portuguese framework established by Decree-Law No. 54/2018, referral processes are not based on the identification or eligibility of special educational needs, but on decision-making regarding the allocation of support measures according to students’ needs. The sample included 10 participants from multidisciplinary teams supporting inclusive education. The findings indicate that, although Decree-Law No. 54/2018 proposes a progressive, multi-tiered approach, referral and transitions between support measures do not always follow a linear sequence, reflecting case-specific decision-making. Additionally, multidisciplinary collaboration among professionals is central to ensuring that decisions are tailored to each student’s needs. These findings highlight a shift from eligibility-based models to decision-making processes within a non-categorical framework and underscore the need for clearer guidelines to promote equitable and consistent practices.